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Evidence Guide: CHCEDS020 - Support students literacy learning

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS020 - Support students literacy learning

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and model spoken language

  1. Identify and use a variety of styles of verbal communication
  2. Demonstrate the different functions of language in interactions
  3. Monitor students’ understanding and use of language through observation, listening and conversation, and provide information to teachers to inform planning
  4. Identify factors affecting language acquisition and discuss with the teacher/s
  5. Use language appropriate to students’ culture, age, abilities, interests and needs
  6. Use spoken language to effectively interact with students
  7. Talk explicitly about language to scaffold learning
  8. Model language appropriate to the situation, the purpose and the audience for students
Identify and use a variety of styles of verbal communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate the different functions of language in interactions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor students’ understanding and use of language through observation, listening and conversation, and provide information to teachers to inform planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify factors affecting language acquisition and discuss with the teacher/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use language appropriate to students’ culture, age, abilities, interests and needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use spoken language to effectively interact with students

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Talk explicitly about language to scaffold learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model language appropriate to the situation, the purpose and the audience for students

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support students to read and interpret texts

  1. Determine strategies for supporting students in the interpretation of texts in consultation with the teacher/s
  2. Implement planned strategies to enhance the abilities of students and address their individual needs
  3. Encourage students to problem-solve in order to make meaning from texts
  4. Use explicit talk to focus students on specific literacy skills
Determine strategies for supporting students in the interpretation of texts in consultation with the teacher/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement planned strategies to enhance the abilities of students and address their individual needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage students to problem-solve in order to make meaning from texts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use explicit talk to focus students on specific literacy skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enhance students’ literacy skills through writing activities

  1. Use accurate terminology, as planned with teacher/s, to support students’ learning
  2. Implement strategies devised with teacher/s to develop students’ skills in the use of written language
  3. Use planned strategies to reinforce literacy skills across all key learning areas
  4. Encourage students to improve spelling skills using strategies appropriate to students’ developmental levels
  5. Support students to plan their writing tasks
  6. Encourage students to critically reflect on the effectiveness of their writing
  7. Support students to effectively edit their writing
Use accurate terminology, as planned with teacher/s, to support students’ learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies devised with teacher/s to develop students’ skills in the use of written language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use planned strategies to reinforce literacy skills across all key learning areas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage students to improve spelling skills using strategies appropriate to students’ developmental levels

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support students to plan their writing tasks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage students to critically reflect on the effectiveness of their writing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support students to effectively edit their writing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design resources to support literacy development

  1. Plan learning environments and activities in advance with the teacher/s
  2. Design resources, in consultation with teacher/s, to reinforce literacy skills, while fulfilling curriculum requirements
  3. Design resources to suit the developmental level of the students, as determined by the teacher/s
Plan learning environments and activities in advance with the teacher/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design resources, in consultation with teacher/s, to reinforce literacy skills, while fulfilling curriculum requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design resources to suit the developmental level of the students, as determined by the teacher/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enhance students’ literacy skills through writing activities

  1. Use accurate terminology, as planned with teacher/s, to support students’ learning
  2. Implement strategies devised with teacher/s to develop students’ skills in the use of written language
  3. Use planned strategies to reinforce literacy skills across all key learning areas
  4. Encourage students to improve spelling skills using strategies appropriate to students’ developmental levels
  5. Support students to plan their writing tasks
  6. Encourage students to critically reflect on the effectiveness of their writing
  7. Support students to effectively edit their writing
Use accurate terminology, as planned with teacher/s, to support students’ learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies devised with teacher/s to develop students’ skills in the use of written language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use planned strategies to reinforce literacy skills across all key learning areas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage students to improve spelling skills using strategies appropriate to students’ developmental levels

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support students to plan their writing tasks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage students to critically reflect on the effectiveness of their writing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support students to effectively edit their writing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Encourage and model spoken language

1.1 Identify and use a variety of styles of verbal communication

1.2 Demonstrate the different functions of language in interactions

1.3 Monitor students’ understanding and use of language through observation, listening and conversation, and provide information to teachers to inform planning

1.4 Identify factors affecting language acquisition and discuss with the teacher/s

1.5 Use language appropriate to students’ culture, age, abilities, interests and needs

1.6 Use spoken language to effectively interact with students

1.7 Talk explicitly about language to scaffold learning

1.8 Model language appropriate to the situation, the purpose and the audience for students

2. Support students to read and interpret texts

2.1 Determine strategies for supporting students in the interpretation of texts in consultation with the teacher/s

2.2 Implement planned strategies to enhance the abilities of students and address their individual needs

2.3 Encourage students to problem-solve in order to make meaning from texts

2.4 Use explicit talk to focus students on specific literacy skills

3. Enhance students’ literacy skills through writing activities

3.1 Use accurate terminology, as planned with teacher/s, to support students’ learning

3.2 Implement strategies devised with teacher/s to develop students’ skills in the use of written language

3.3 Use planned strategies to reinforce literacy skills across all key learning areas

3.4 Encourage students to improve spelling skills using strategies appropriate to students’ developmental levels

3.5 Support students to plan their writing tasks

3.6 Encourage students to critically reflect on the effectiveness of their writing

3.7 Support students to effectively edit their writing

4. Design resources to support literacy development

4.1 Plan learning environments and activities in advance with the teacher/s

4.2 Design resources, in consultation with teacher/s, to reinforce literacy skills, while fulfilling curriculum requirements

4.3 Design resources to suit the developmental level of the students, as determined by the teacher/s

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Encourage and model spoken language

1.1 Identify and use a variety of styles of verbal communication

1.2 Demonstrate the different functions of language in interactions

1.3 Monitor students’ understanding and use of language through observation, listening and conversation, and provide information to teachers to inform planning

1.4 Identify factors affecting language acquisition and discuss with the teacher/s

1.5 Use language appropriate to students’ culture, age, abilities, interests and needs

1.6 Use spoken language to effectively interact with students

1.7 Talk explicitly about language to scaffold learning

1.8 Model language appropriate to the situation, the purpose and the audience for students

2. Support students to read and interpret texts

2.1 Determine strategies for supporting students in the interpretation of texts in consultation with the teacher/s

2.2 Implement planned strategies to enhance the abilities of students and address their individual needs

2.3 Encourage students to problem-solve in order to make meaning from texts

2.4 Use explicit talk to focus students on specific literacy skills

3. Enhance students’ literacy skills through writing activities

3.1 Use accurate terminology, as planned with teacher/s, to support students’ learning

3.2 Implement strategies devised with teacher/s to develop students’ skills in the use of written language

3.3 Use planned strategies to reinforce literacy skills across all key learning areas

3.4 Encourage students to improve spelling skills using strategies appropriate to students’ developmental levels

3.5 Support students to plan their writing tasks

3.6 Encourage students to critically reflect on the effectiveness of their writing

3.7 Support students to effectively edit their writing

4. Design resources to support literacy development

4.1 Plan learning environments and activities in advance with the teacher/s

4.2 Design resources, in consultation with teacher/s, to reinforce literacy skills, while fulfilling curriculum requirements

4.3 Design resources to suit the developmental level of the students, as determined by the teacher/s